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Simon, I'd begin to wonder at your taste.

— But I did like it. I haven't seen a picture for years I have liked so much.

They paused before the prizewinner.

— I think that one's got something. For once I believe that I'd agree with the judges.

— I hate it like hell.

— What don't you like about it?

— Everything. To me it's just phoney. No pilot in his senses would be flying as low as that with thermo-nuclear bombs going off

all around.

— It's got good composition and good colouring.

— Oh, sure. But the subject's phoney.

15. Discussing and evaluating things often involves stating your preference. Here are some ways of expressing likes and dislikes. Notice that you need to

be very polite when criticizing things in English — even speaking to someone you know quite well.

Expressing likes

I like ... very much indeed.

I (really) enjoy...

I've always liked/loved ...

There's nothing I like/enjoy more than ...

I'm (really) very fond o f . . .

... is (really) terrific/great, etc.

It's too lovely for words. Expressing dislikes

(I'm afraid) I don't like ...

I've never liked ..., I'm afraid.

... is not one of my favourite ...

I (really) hate...

I think ... is pretty awful/really unpleasant.

I'm not (really) very keen on ...

... is ghastly/rubbish.

I can't say ... appeals to me very much.

I must say I'm not too fond of...

16. Work in pairs, a) Find out each other's feelings about these subjects. Use the clichés of likes and dislikes:

1. An art book for a birthday present. 2. Snapshots from a family album. 3. Pupils' drawings for the school exhibition. 4. Your

grandma's picture postcards. 5. A guided tour of a museum. 6. Landscape painting. 7. Impressionism. 8. Genre painting. 9. Animals in

art. 10. Still life.

b) Report your partner's opinion to the students in another group.

17. Read the following text. Find in it arguments for including popular arts in the art curriculum and against it. Copy them out into two

columns (I — "for", II — "against"):

A new issue in aesthetic education today has to do with the choice of art examples to use in the classroom, specifically, whether

they should be restricted to recognized works of fine art or allowed to include such art forms as posters, album covers, billboards, and

particularly cinema and television.

Since the popular arts are a reflection and product of popular culture, exploring the popular culture should be a valid method of

inquiry. Popular arts are already a part of the children's lives and they enable the teacher to "start where the kids are". Further, they

facilitate the responses the children are already having with their preferred art forms rather than imposing adult middle class stan-

dards on them. We know also that art which students encounter in schools — the official or high art embodied in the official curricu -

lum — stands in an adversary relation to the media of popular entertainment. A critical analysis of the forms reflected in popular art is

imperative if we want to elicit meaningful dialogue about art.